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Another (flipped) lesson for Ofsted? Life-long education needs professional teachers and trainers

Last week I blogged about life-long teacher education and how it’s needed throughout the course of a teaching career.

This week I’m continuing on the same theme but from a different perspective.

The Education and Training Foundation has just published new professional standards for teachers/trainers in the vocational/life-long learning sector of English education. These set out clearly and concise aspirational features of voluntary mastery and separate these out into 3 sections of equal importance: professional values and attributes; professional knowledge and understanding; and professional skills. The section I’m most interested in is the second one because it links to a wider conversation I’m having about the different types of specialist teachers/trainers we need, how we ensure that we have enough of them and that they are of the desired quality.

There is more detail about the standards for professional knowledge and understanding in this guidance document. To make life easier I’ve copied the relevant section below in full – I’ll be intrigued to see how Ofsted interprets it when setting and monitoring new initial teacher training standards in the further education sector, as well as making comparisons with School Direct provision in specific shortage subjects.

Maintain and update knowledge of your subject and/or vocational area

Means, for example … keeping yourself constantly updated on your subject/vocational area so that learners receive the benefit of the latest knowledge and skills; collaborating with colleagues to expand your knowledge and understanding;

Maintain and update your knowledge of educational research to develop evidence-based practice

Means, for example … reading professional literature, regularly reviewing professional websites and blogs, etc.; reflecting on the latest theories and research results with colleagues and discussing how these may be relevant to your teaching and learning context;

Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence

Means, for example … using the understanding you have gained through reading literature on theories and engaging with research to test out new approaches to your practice; reflecting on the impact of new evidence based approaches with peers;

Evaluate your practice with others and assess its impact on learning

Means, for example … assessing your own practice and discussing it with others with a view to collaboratively improving it;

Manage and promote positive learner behaviour

Means, for example … consider how the following can be used to help learners by creating a positive, proactive learning environment: – advice from experienced colleagues; – personal professional development; – reflection on you own practice; adopting suitable behaviours to act as an exemplary role model to learners;

Understand the teaching and professional role and your responsibilities

Means, for example … being fully aware of the requirements of your role and responsibilities; ensuring that your learners and colleagues have access to equal opportunities, and are not subject to discrimination as per statutory frameworks; keeping yourself thoroughly up-to-date on organisational requirements and rules; keeping thoroughly up-to-date on local and national/statutory regulations and policy changes, and legislation; keeping up-to-date with relevant curriculum, assessment and examination arrangements;